Language Testing and Validation

Weir, Cyril J.

doi:10.1057/9780230514577

Cited by 505 publications

(262 citation statements)

References 126 publications

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“…In more technical terms, this implies a criterion-related approach (Bachman, 1990;Weir, 2005), a common method for exploring how well test scores reflect knowledge of an underlying construct. A key aspect of validity is the inferences or interpretations which can be reasonably drawn from the test scores.…”

Section: Methodsmentioning

confidence: 99%

Assessing vocabulary size through multiple-choice formats

Gyllstad¹,

Vilkaitė

Schmitt³

2015

ITL

118

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In most tests of vocabulary size, knowledge is assessed through multiple-choice formats. Despite advantages such as ease of scoring, multiple-choice tests (MCT) are accompanied with problems. One of the more central issues has to do with guessing and the presence of other construct-irrelevant strategies that can lead to overestimation of scores. A further challenge when designing vocabulary size tests is that of sampling rate. How many words constitute a representative sample of the underlying population of words that the test is intended to measure? This paper addresses these two issues through a case study based on data from a recent and increasingly used MCT of vocabulary size: theVocabulary Size Test. Using a criterion-related validity approach, our results show that for multiple-choice items sampled from this test, there is a discrepancy between the test scores and the scores obtained from the criterion measure, and that a higher sampling rate would be needed in order to better represent knowledge of the underlying population of words. We offer two main interpretations of these results, and discuss their implications for the construction and use of vocabulary size tests.

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Section: Methodsmentioning

confidence: 99%

Assessing vocabulary size through multiple-choice formats

Gyllstad¹,

Vilkaitė

Schmitt³

2015

ITL

118

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“…Weir (2005) reported that raters who make use of multi-level criteria are limited in the number of levels that they can practically and consistently distinguish. In order to use global scales effectively, raters must become familiar with the criteria used to assess responses and be able to apply their instincts as native speakers to the rating process.…”

Section: Dct Rater Selection and Trainingmentioning

confidence: 99%

Output and English as a Second Language Pragmatic Development: The Effectiveness of Output-focused Video-based Instruction

Jernigan¹

2012

ELT

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Swain's Output Hypothesis proposes a facilitative effect for output on the acquisition of second language morphosyntax. In the context of classroom instruction, a number of studies and reviews suggest that explicit instruction in pragmatic elements promotes development. Other studies have offered less conclusive evidence of the effectiveness of various instructional options. The present classroom-based study examined the effectiveness of output-focused, video-based instruction for the development of second language intercultural pragmatic development among adult ESL learners representing different first language backgrounds in an intensive English program setting. The results suggest that the instructional treatment had a significant effect on a written pragmatic acceptability judgment task (PAJT). Results on a written discourse completion task (DCT) were mixed; no significant effects were identified, but a relatively large effect size was calculated for the output group.

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“…The analysis of normality at item level for the FCE reading paper indicated most of the items within the recommended normal range (+2 and -2) yet few items (2,5,6,10,19,23,32) with the normality above 2.…”

Section: Discussionmentioning

confidence: 99%

Investigating the Construct Validity of the FCE Reading Paper in Iranian EFL Context

Tavakoli¹,

Barati²

2011

JLTR

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Abstract-Validity studies on language proficiency tests have attracted many researchers in the last decades. Most of such studies try to investigate skills assessed by the items in the tests, hence the construct validity of the test. The present study took the same approach and therefore aimed to investigate the construct validity of the reading paper of the First Certificate in English (FCE) in the Iranian EFL context. The research addressed the following three questions: (1) Do the majority of the Iranian EFL expert judges agree on the skills measured by the items in the FCE reading paper? (2) Do the majority of the Iranian EFL undergraduates come to agreement on the skills measured by the items in the FCE reading paper? (3) Does exploratory factor analysis support that the FCE reading paper assesses the same reading skills claimed by its developing board, i.e. UCLES, in the context of Iranian EFL undergraduates? The present study deployed triangulated approach in collecting and analyzing the data. It attempted to use both qualitative (i.e. experts' and test takers' judgment) and quantitative (i.e. Factor Analysis) approaches to address the above questions. The findings revealed that there was not a substantial agreement among expert judges on the skills claimed to be assessed by the items in the FCE reading paper nor could any significant agreement be observed amongst the test takers on the skills being measured by such items in the FCE reading paper. Finally, exploratory factor analysis revealed similar findings as those in the judgmental phase of the study. The individual items in the FCE reading paper did not confirm the claims by the test developers.

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Language Testing and Validation

Cited by 505 publications

References 126 publications

Assessing vocabulary size through multiple-choice formats

Assessing vocabulary size through multiple-choice formats

Output and English as a Second Language Pragmatic Development: The Effectiveness of Output-focused Video-based Instruction

Investigating the Construct Validity of the FCE Reading Paper in Iranian EFL Context

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